instructional materials procedures manual...instructional materials reflects the new definition by...
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Sumter County School District
Instructional Materials
Procedures Manual
Including a description of state and district policy
regarding selection, adoption, funding and allocation
of instructional materials.
Richard Shirley
Superintendent of Schools
Debbie Moffitt
Senior Director of Curriculum & Instructional Programs
2019-2020
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Statement of Purpose
Historically, the process of selecting appropriate instructional materials for Sumter County School District
(SCSD) was via a local committee to review textbooks from a state adopted list and make the best selection
possible to meet local instructional and student needs. While this process continues to be consistent with
state regulations, the reality of living in an information age is changing the entire landscape of instructional
materials selection and use.
Our students and teachers live in a digital age in which limitless information is available to anyone
connected to the internet. No longer are one prescribed textbook and the teacher the only sources of
information provided to students for their learning. Instead, students have access to a variety of instructional
content resources in a variety of formats.
SCSD’s new challenge is to help students and teachers select, sort, critique, judge and use information from
a limitless menu of resources to provide the best learning opportunities. This task in many ways is more
difficult than selecting the best option from a list of textbooks. Our students must not only learn content-
based information, but they must also be taught how to effectively search, review, and utilize information
resources and learning materials.
To best facilitate learning, all teachers will use a combination of digital and print content, learning
laboratories, manipulatives, electronic media and other materials to help students apply critical thinking to
instructional content. Educators will guide students using these materials in a way that will enable them to
compare content, separate fact from fiction, evidence from opinion, recognize bias, detect propaganda
techniques and analyze information from multiple perspectives while connecting it with their own
understandings and values. These higher order thinking skills will not only serve students well in college
or in a career, but also as life-long learners in our democratic society.
Designation of Responsibilities
Our local School Board has the ultimate responsibility for the adoption of classroom instructional materials.
The responsibility for the selection of print and non-print materials (including online resources) is delegated
to the professionally trained educational personnel of the district.
The selection of materials may involve many people, including principals, teachers, supervisors,
library/media specialists, students, parents and members of the community. The responsibility for
coordinating the selection of most instructional materials and making purchase recommendations rests with
the appropriate certificated personnel while adhering to Florida state law and regulations. Our vision for
selection and use of instructional materials to transform from past practices to new processes is included in
the following flow chart:
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Moving from… Moving to…
Instructional materials - the main tool
for content delivery.
Instructional materials - used for assessment, reference,
or as manipulatives to enhance learning.
The teacher’s job to teach the
textbook.
Teachers use a variety of information resources to
achieve learning goals.
Instructional materials have a fixed
content.
Teachers teach the standards set forth by the Florida
Department of Education.
Content taught for the duration of an
adoption period.
The teacher accesses the content in adopted
instructional materials to
support student learning
provide a means for acquiring knowledge
meet standards that are the foundation of a course of
study.
Teacher reiterates the content
contained in the textbook.
Students work independently and in groups in a variety
of educational situations where they make choices
using a variety of instructional resources.
Use of instructional material was
designated by grade and subject area.
Students have the resources that are needed to address
their modality of learning.
A variety of instructional materials allow students at
different performance levels to achieve optimal
learning.
Technology and digital content play are key tools to
improving a student’s learning experience.
Student critical thinking and problem solving abilities
are enhanced.
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SCSD Instructional Materials Transition & Vision
SCSD is transitioning from an instructional materials model where the instructional materials were the
main tool for content delivery to a model where instructional materials are used for assessment, reference,
or as manipulatives to enhance learning.
In the past a teacher’s job was to teach the textbook. Instructional materials contained fixed content that
was taught for the duration of an adoption period. The teacher reiterated the content contained in the
textbook. The use of an instructional material was designated by grade and subject area and the content
was fixed.
The current expectation is that teachers use a variety of information resources to achieve learning goals
and teach the standards set forth by the Florida Department of Education. Today, the teacher is expected
to assess the content in the adopted instructional materials and use these materials to support student
learning. The main role of instructional materials is to provide a means for acquiring the knowledge and
meeting standards that are the foundation of a course of study. As part of the learning process, students
work independently and in groups in a variety of educational situations where they make choices using
the instructional material tools provided. It is expected that students have the resources that are needed to
address their modality of learning. It is also expected that the use of technology and digital content will
play key roles in improving a student’s learning experience. A variety of instructional materials allow
students at different performance levels to achieve optimal learning.
Instructional Material Resources Selection and Dissemination
Instructional materials fall into several categories representing a continuum from materials that are
formally adopted by a school district to those that an individual teacher selects or develops for personal
use in their own classroom.
It is expected that bundles of instructional resources composed of hard copy, digital and hands-on
materials will be used in the typical classroom. While district-adopted materials serve as the primary
instructional resource, a wide range of materials from many sources may be used to support student
learning. A description and depiction of the process for the selection and distribution of instructional
materials is outlined below and within this manual.
Supplementary Materials Selection
Supplementary materials used at schools are approved by the building principal. The review process for
the selection of supplementary materials is determined by the school and a list of supplementary materials
should be maintained at each school site. These materials are selected based on many factors including the
purpose and value to the lesson, possible objectionable material, and the materials’ value to supporting the
curriculum and meeting state standards expectations.
The principal is responsible for allocating funds at the school level for any supplementary materials
expenditures not covered by the district textbook adoption process.
Please visit the Florida Department of Education (FLDOE) website for more information on state
instructional materials adoptions at http://www.fldoe.org/bii/instruct_mat
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State Instructional Materials Laws
Chapter 1006 of Florida Statutes defines courses of study and instructional aids. Specifically,
“instructional materials” are defined as items having intellectual content that by design serve as a major
tool for assisting in the instruction of a subject or course. These items may be available in bound,
unbound, kit or package form and may consist of hard backed or soft backed textbooks, consumables,
learning laboratories, manipulatives, electronic media, and computer courseware or software. The term
does not include electronic or computer hardware even if such hardware is bundled with software or other
electronic media, nor does it include equipment or supplies.
This is an expanded definition of what is generally classified as “textbooks.” The Florida Catalog of
Instructional Materials reflects the new definition by providing a wide variety of instructional materials.
Each district school board shall adopt rules, and each district school superintendent shall implement
procedures, that will assure the maximum use by the students of the authorized instructional materials.
Current Sumter County School Board Rules pertaining to Instructional Materials can be found at the
following link - 2000 Program, Policy 2520
State Adoptions
The state adoption process is initiated by the Commissioner of Education who makes recommendations
about subject areas to be considered and selection committees. State selection committees are made up of
professional educators and members of the public, State committees, using established state criteria,
evaluate materials submitted and make recommendations for the adoption of materials. The commissioner
submits the committee recommendations to the State Board of Education. When the recommendations are
approved by the Board, the materials become state adopted and are placed on contract usually for a period
of five years. For information regarding the state instructional materials adoptions, you can visit the
website at the following link Florida Adoption Cycle
Cyclic adoption is of paramount importance. It means that books adopted in one subject area remain
adopted for a five-year period. This provides for a phasing-in of instructional materials in that subject
area. It also provides for adoption of different subject areas every year. There are occasionally some
exceptions to the five-year period of adoption, especially in curriculum areas such as technology, which
may experience rapid changes. Periodic state attempts at balancing the overall cost of yearly adoptions to
the districts may result in other exceptions to the normal five year adoption period. Also, because of the
wide number of courses in some subject areas, sometimes only a part of the total materials in a certain
area may be adopted.
Funding
Funds to purchase instructional materials are categorical; that is, they are earmarked by the Legislature for
the specific purchase of these instructional materials. Based on student projections and material costs
provided by the Department of Education, the Legislature decides annually the amount of funding for
instructional materials. Funding varies from year-to-year, depending upon anticipated state revenues.
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A preliminary allocation is made to each district based on projected enrollment provided by the district.
This allotment, less ten percent holdback in case the projections are in error, is typically sent to the school
district during July.
The funds may be expended for instructional materials selected from the Florida School Book Depository
Catalog for Instructional Materials as well as from other sources.
Revised State Rules and Guidelines for Instructional Materials Adoptions
and Purchases
Each district school board must purchase current instructional materials to provide each student with a
major tool of instruction in core courses of the subject areas of mathematics, language arts, science, social
studies, reading, and literature for kindergarten through grade 12. Such purchase must be made within the
first 3 years after the effective date of the adoption cycle.
Each superintendent of schools shall notify the Department of Education by April 1st of each year the
state-adopted instructional materials that will be requisitioned for use in his or her district. All materials
must be aligned to standards. The notification shall include a district plan for instructional materials use
to assist in determining if adequate instructional materials have been requisitioned. It is the intent of the
Department of Education to simplify to every extent possible the collection of this information. It will be
made available to the Florida School Book Depository who will, in turn, share the information with the
publishing industry. This will provide the publishing industry with information necessary to print on
demand supplies sufficient to fill orders for delivery prior to the fall opening of schools. This notification
from superintendents will be directly tied to the adoption schedule approved by the Commissioner.
Information will be solicited from districts to identify: 1) which publisher(s) is selected, and 2) quantities
requisitioned in each newly adopted subject area to assure that adequate and current materials are being
made available to students and teachers.
State Instructional Materials Councils
When it is time to seek a new adoption of materials in a subject, the Department of Education will call for
an adoption and implement a process for the adoption.
By April 15, annually, the Department of Education establishes State Instructional Materials Councils for
the subject area(s), each composed of nine members; teachers, lay personnel, school board members, and
supervisors. The duty of these councils is to establish criteria for instructional materials based upon
existing course frameworks and course descriptions in a particular subject area. These criteria are made
available to publishers as well as to districts who participate in the pre-adoption process. Using these
criteria, the council examines the materials submitted by publishers and recommends those items to be
accepted to the State Board of Education. Once all materials are evaluated at the state, each school district
is advised of the current adoptions.
The Department of Education has adjusted timelines so that recommendations of state committees will be
forwarded to the Commissioner by January 1 of each year. Superintendents will be notified immediately
of newly adopted titles, and districts can begin to issue purchase orders February 1 and April 1 to ensure
delivery prior to opening of school the following fall. It is important to note that the issue of purchase
orders does not constitute payment until the time of delivery of materials.
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District Evaluation Committee
The state adopts instructional materials and provides that list to districts. Each district then establishes
local committees to select those items which best meet the needs of local students and support the
curriculum. The committees are established by designees from the Curriculum and Instruction
Department.
Guidelines for Instructional Materials Adoption in Sumter County
The process for adopting instructional materials is outlined below:
1. Curriculum and Instruction (CI) departments consult the FLDOE website for short list of bids for
adoption selections. (http://www.fldoe.org/academics/standards/instructional-material)
2. If no bid is submitted/posted the departments should contact the state Instructional Materials
Director for FLDOE at 850.245.0758.
3. The subject area specialists will meet with the Sr. Director of K-12 Curriculum to discuss the
adoption process and determine due dates to meet state requirements.
The 2018 Florida Statutes- (Rules for Materials Reviewers) 1006.30 Affidavit of state instructional materials reviewers.—
Before transacting any business, each state instructional materials reviewer shall make an affidavit, to be
filed with the department, that:
(1) The reviewer will faithfully discharge the duties imposed upon him or her.
(2) The reviewer has no interest in any publishing or manufacturing organization that produces or sells
instructional materials.
(3) The reviewer is in no way connected with the distribution of the instructional materials.
(4) The reviewer does not have any direct or indirect pecuniary interest in the business or profits of any
person engaged in manufacturing, publishing, or selling instructional materials designed for use in the
public schools.
(5) The reviewer will not accept any emolument or promise of future reward of any kind from any
publisher or manufacturer of instructional materials or his or her agent or anyone interested in, or
intending to bias his or her judgment in any way in, the selection of any materials to be adopted.
(6) The reviewer understands that it is unlawful to discuss matters relating to instructional materials
submitted for adoption with any agent of a publisher or manufacturer of instructional materials, either
directly or indirectly, except during the period when the publisher or manufacturer is providing a
presentation for the reviewer during his or her review of the
instructional materials submitted for adoption.
History.—s. 305, ch. 2002-387; s. 22, ch. 2011-55.
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4. CI staff will provide a textbook evaluation rubric and other necessary forms.
5. The subject area specialist review the bid list and does a preliminary review to narrow list down to
3 to 4 publishers for stakeholders review.
6. The staff contacts publishers to receive online access information including public access
information for ALL materials being considered.
7. Publishers will be asked to provide a signed Sumter County School District Instructional Materials
Adoption Information Form.
8. Staff will submit online access information to the Instructional Technology (IT) department to
post on the district website in compliance with SB864.
9. The subject area specialists select dates, arrange meetings, and notify reviewers. When appropriate
they may invite publishers to make presentations of materials.
10. Subject area specialists are responsible for maintaining records related to the specific adoption
including, but not limited to:
a. List of meeting dates and summary minutes
b. Committee evaluation forms/rubrics
c. Recommendation for use of ancillary materials, both print and digital
d. Minority reports if applicable
11. Reviewers utilize a textbook evaluation rubric to provide feedback regarding materials.
12. The review committee must consist of a
a. Parent of a current student, (SAC member preferred)
b. A subject area expert/specialist
c. Teachers in the core subject area being considered.
d. The subject area specialists
13. The review process must include
a. A method that allows for confidential voting.
b. A record of the votes must be maintained for future reference if needed.
c. A majority of members (50% +1) must participate in the vote.
14. Voting results will be reported to the committee by the subject area program specialist identifying
the recommended materials.
15. Any member of the adoption committee that disagrees with the majority decision may submit a
written report detailing their position, not to exceed one page. This report will be submitted to the
Superintendent’s staff as part of the recommendation packet otherwise known as the minority
report.
16. The CI department will make every effort to ensure selections meet state and district criteria.
Final Selections Approval Process:
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1. CI /IT staff will utilize the vendor information form to determine if the final materials selections
can be approved for use in our district based on technology requirements.
2. The CI/IT staff will call vendors/publishers to clarify answers or ask additional questions if needed
and communicate any unresolved issues.
3. Curriculum and Instruction department will determine whether it is in the best interest to move
forward with the selection or select a different resource.
4. Once materials have been vetted by Curriculum & IT staff, the list of final selections will be
provided to the Sr. Director of Instructional Resources.
5. CI staff determines what ancillary materials will be offered with the selected materials by
collaborating with the vendor. Upon approval, CI staff and the vendor will create an order
worksheet that will be utilized by textbook managers to order materials.
6. CI staff will complete cost estimates to develop an adoption budget that will be submitted to
Finance in March/April.
7. The School Board will post a list of the materials being considered and how they can be accessed
on the school district web site.
8. Access to materials will be provided to the public at least twenty (20) calendar days prior to School
Board consideration.
9. Final selections will be posted on district website for public review prior to the School Board
meeting.
10. The School Board will conduct an open noticed public hearing to receive comments on the final
materials selected. Team members from Curriculum and Instruction and will be in attendance to
answer questions pertaining to the selected materials.
11. After receiving the final recommendations, CI staff will prepare appropriate documentation needed
for Board approval.
12. Following Superintendent and School Board approval, CI staff will communicate the
recommendations to appropriate personnel (e.g., principals, assistant principals, and District Office
staff).
13. After the approval of materials by the School Board, a parent of a currently enrolled SCSD student
or resident may file a petition to contest the Board’s adoption of a specific instructional material
utilizing the approved form that is posted on district website.
a. Objections must be submitted within 30 days of school board approval of selected
materials.
b. 30 days after the 30-day period has expired, the school board must conduct at least one
open public hearing on all petitions timely received
c. The petitioner will receive written notification of the date and time of the hearing at least 7
days prior to the hearing.
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d. The school board’s determination at the end of the hearing is final and not subject to
further petition or review.
14. The superintendent shall notify DOE by April 1 of each year of the state adopted instructional
materials that will be requisitioned for use in the district.
Professional Development
A Professional Development plan for implementation of the new instructional materials must be
developed. The Principal will work with the Director of Professional Development to arrange a five year
in-service and training plan for all newly adopted materials.
Rules Governing Publishers during the Adoption Process
1. Publishers may contribute funds for refreshments for meetings and events, but not provide directly.
2. Publishers may not arrange presentations at school sites, but may participate in regional
presentations organized by district staff.
3. Publisher may not invite district employees to self-sponsored events.
4. Other prohibited acts include:
a. Providing gifts or any other forms of gratuity to a committee member or district staff other
than nominal promotional items of educational relevance only.
b. Invitations to a committee member for any type of private meal or social function.
**All publishers are advised that any infractions of the above stated guidelines may result in their
products being removed from consideration and must sign agreement to adhere to these guidelines. The
District may not request physical copies of materials for review, but law does not prohibit the publisher
from providing them.
Overview of Instructional Materials Adoption Process
Year of Adoption: 1. State adopts instructional materials
2. District adopts instructional materials by April 1st and notifies DOE which makes information
available to Florida School Book Depository.
First Year of Adoption Cycle: 1. District purchases instructional materials
2. Implement Program and Provide In-service
Annual Textbook Calendar (tentative)
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September- December State Instructional Materials Meetings
August/September Determination by Curriculum Department as to which adoptions will be
pursued. The Sr. Director for Curriculum & Instruction will make the
determination.
October Creation of instructional materials/textbook review rubrics by curriculum
department members. Utilize cadre or school-based input as well as
important criteria guidelines.
October/November Request nominations for adoption committees/identify chairpersons for
each committee if needed. Determine timelines, important dates, etc.
Review state adopted materials. Acquire rankings if available from the
FLDOE. Request access to digital samples of materials from publishers via
email.
December/January Any publisher sending physical materials must have documented approval
from the Curriculum Department. The Curriculum Department may not
request physical materials but are not required to deny them. A list of
materials being reviewed will be posted on the school district website.
January All committee members will review samples using the rubric provided.
Committee members must sign the Affidavit of District Instructional
Materials Reviewers. Schedule publisher presentations if desired.
Educational Technology and Information Technology teams will review
digital/software components. Rankings of rubrics will be submitted by each
adoption committee. A formal letter will be sent from the Sr. Director to the
Superintendent. Final items must be posted on the school district website
for public review. Additionally, school administrators affected by the
adoption will be notified of the final selections and invited to review the
materials.
February School Board meetings regarding Instructional Material adoptions should
occur. Reorders of previously adopted materials (workbooks/work texts) for
next school year should be completed by textbook administrators at this
time. CI staff will provide spreadsheets and appropriate support.
March School Board meeting items must be approved by the board. A formal letter
will be sent from to the Superintendent with the final recommendations for
selected materials.
April By April 1st, the Superintendent or designee will notify the FLDOE of the
district selections. Curriculum Specialists meet with publishers and the
Professional Development Director to schedule an in-service plan for newly
adopted materials.
April/May Curriculum Specialists secure detailed textbook order forms from
publishing companies that list all materials included in the adoption and
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provide the order forms to Curriculum Secretary. Textbook managers will
meet with the CI department to place textbook orders for new adoptions. A
preliminary inventory template will also be provided to textbook managers
to be used to report textbook inventory and orders will be placed based on
growth projections.
May Orders submitted for instructional materials to CI department to ensure that
materials will be ordered in June/July for delivery prior to the beginning of
the school year. End of school year inventory of textbook materials must
take place.
May/June Disposal of old textbook/instructional materials.
Materials Not Adopted by the State (Flexibility Fund)
Instructional materials which are not adopted can still be ordered utilizing “flexibility funds”. These
funds represent a portion of the total instructional materials allocation that can be used to buy materials
which are not state adopted, yet approved for use within the school district. The maximum amount that a
district may spend on non-adopted materials is fifty percent of its total allocation. Purchases must be for
intellectual content materials only.
Excerpts of State Laws Relating to Instructional Materials
Duties of the Principal
According to state law, the duties and responsibilities of the principal for instructional materials
management and care include:
1. Proper Use of Instructional Materials: The principal is responsible for assuring that instructional
materials are used to provide instruction to students enrolled at the grade level or levels for which
the materials are designed, pursuant to policies of the school board.
It shall be the responsibility of the principal to effectively communicate to parents the manner in which
instructional materials are used to implement the curricular objectives of the school.
2. Money Collected for Lost and Damaged Books: It shall be the duty and responsibility of each
principal to collect from each pupil or the pupil’s parent the purchase price of any instructional
material the pupil has lost, destroyed, or unnecessarily damaged and to report and transmit such
amounts so collected to the district school Superintendent. Principals are authorized to collect the
FULL PURCHASE PRICE, regardless of the material’s age. The failure to collect such sum upon
reasonable effort by the principal may result in the suspension of the pupil from participation in
extracurricular activities or satisfaction of the debt by the pupil through community service
activities at the school site as determined by the principal. Documentation of “clearance of debt”
must be kept on file and be provided upon request by the District.
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3. Disposition of Funds: All money collected from sale, exchange, loss, or damage of instructional
materials is to be transmitted and deposited into the district school fund and added to the district
appropriation for instructional materials.
4. Conservation and Care: Principals shall assure that all books issued to the school are cared for and
accounted for properly. Principals shall see that all books are fully and properly accounted for on
forms prescribed by the state and the district instructional materials administrator.
5. Records and Reports: Principals shall prepare and transmit such textbook records and reports as
may be required by the Department of Education and such supplementary records and reports as
the Superintendent may direct.
Responsibility of Pupils, Parents, or Guardians for Instructional Materials
All materials purchased by the district are the property of the district. When distributed to pupils, such
materials are merely on loan and are to be returned at the direction of the principal or teacher in charge.
Each parent or guardian shall be held liable for any loss or destruction of, or unnecessary damage to, such
materials or for failure of the pupil to return materials, and shall be required to pay for such loss,
destruction, or unnecessary damage as provided by law.
The school principal, upon request of the parent of a student in the school, shall sell to the parent any
instructional materials used in the school. All such sales shall be made pursuant to rules adopted by the
Board, and the principal shall annually provide information to parents that they may purchase
instructional materials and how to purchase materials. A student or parent(s) may purchase a copy of the
duly-adopted textbook, regardless of format, for the District's purchase price, including shipping.
Reconsideration of Instructional Materials
When a parent disagrees with the materials being used in the instructional program of the
school district of Sumter County, a complaint may be registered as guided by School Board Rule 4.17.
The School Board will not accept challenges/go through the challenge process for any textbook currently
on the Florida state approved adoption list. According to Senate Bill 864, textbook objection must come
from the parent.
School Adoption Cycle
The state adoption cycles every five years. Instructional materials need not be discarded every five years
if they continue to meet the needs of the instructional program and align with state standards.
Special Programs Textbook Funding
Dual Enrollment
Instructional Materials purchased by the district school board on behalf of dual enrollment students shall
be the property of the Sumter School board. Instructional materials assigned for use within dual
enrollment courses shall be made available to dual enrollment students free of charge. Dual Enrollment
books shall be used for the term in which they are utilized at the college/institution.
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Non-Consumable: All dual enrollment materials are considered non-consumable and should not be
written in, highlighted, or altered. This includes all textbooks, lab manuals, solutions manuals,
workbooks, etc.
Late Fees: The timely return of dual enrollment materials is essential. Students are given specific dates to
return the materials in order to ensure they are available for students enrolled in courses during the next
semester. The current fine for the late return of dual enrollment materials is $10 per item, per day up to
the total cost of the resource. Adult Education staff will be required to collect from each student or the
student’s parent the purchase price of any dual enrollment material the student has lost, destroyed, or
unnecessarily damaged.
Providing instructional materials for the implementation of an IB program is the responsibility of the
school. Additional FTE funds are provided by the state to schools who have students making a score of
four or higher on the International Baccalaureate examination. It is from these additional funds that IB
instructional materials and IB teacher bonuses are to be funded.
AP (Advanced Placement)
AP (Advanced Placement) programs offer rigorous courses that colleges like to see on high school
transcripts. AP courses are excellent preparation for college. AP courses follow a curriculum mandated by
the College Board. AP exams prepared by the College Board are given in May, and are graded by the
College Board on a 1 to 5 scale, with 5 being the highest. Scores are reported in mid-July. For every
student in each AP course who scores 3 or higher on the prior year's exam, a district is funded a .24 full-
time equivalent (FTE) student membership, to be added to the to the total FTE student membership
funding for grades 9-12 for the subsequent fiscal year.
When AP redesigns a course or launches a new one, teachers have two years to get ready.
During this time, AP provides resources and professional development to help teachers understand, plan,
and implement the new or redesigned course. AP instructional materials do not follow the state adoption
cycle and are adopted as mandated by the College Board.
For more information the following web site provides information on state policies and programs to
support AP. http://ecs.force.com/mbdata/mbprofgroupall?Rep=APA
Providing instructional materials for the implementation of an AP program is a shared responsibility
between the school and the district. Additional FTE funds are provided by the state to the district who
have students making a score of three or higher on AP examinations. Districts must allocate at least 80%
of the funds to the high school generating the funds. It is from these additional funds that AP instructional
materials for electives and the difference between the cost of the textbook for the core course and AP
course are to be purchased.
Creating a requisition at FSBD.com
Complete the textbook requisition form from the Florida School Book Depository, titled “School
Requisition Attachment”. Group items by subject area. Fill in all information: state book number, title,
series, level, edition, publisher, year, unit price, and extension.
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FSBD ordering
1. Click “Create an Order Form” in the Orders tab.
2. Sign in using the Username and Password provided by the CI staff. PLEASE DO NOT USE/CREATE
ANY OTHER User Names or Passwords
3. Enter 1st item number FSBD # (no dashes or spaces). Add “Quantity Charge” which means the number of
items you are requesting that are not FREE. Add any free items under “Quantity Free” in appropriate
box/space, and click “Add Item”.
4. Item will be displayed on the screen.
5. All qualifying FREE items must be ordered at the same time. Enter the next item number, quantity, etc.
6. Click “SAVE” throughout the ordering process to avoid losing your progress.
7. A document # for order appears in the upper left hand part of the page after saving. You will need this
number to complete when entering a requisition.
8. When all items have been entered, “Checkout”, then add or edit the Shipping/Billing Information as
needed.
9. Hit Continue button
10. Under “select payment type” Click on “Print and mail with district purchase order”
11. Under “Select Shipping Option” choose “Include flat shipping charge” Percent 10%
12. Click “Review and Finish” then save for your records.
Instructional Materials Inventory and Disposal Procedures
Inventory
1. All adopted instructional materials or other instructional materials purchased by the district must
remain in inventory as directed by the CI Department.
2. Instructional materials may be removed from the inventory only if one of the following conditions
apply:
a. the material is lost
b. the material is purchased by someone at the school (e.g. a parent)
c. the material is damaged in such a manner as to become unusable (e.g. water-damaged)
d. the material is no longer in adoption and new material has been adopted in its place by the
state and the district
e. the material is no longer used in the school due to curricular change(s) or student
enrollment changes - in this case, the material shall be transferred to another site where it
can be used if appropriate
Policy and Procedure for Disposal of Instructional Materials
Instructional materials that have become unserviceable or surplus or are no longer on state contract may
be disposed of, under adopted rule of the district school board, by:
1. Giving or lending the materials to other public education programs within the district or state, to
the teachers to use in developing supplementary teaching materials, to students or others, or to any
charitable organization, governmental agency, home education students, private school, or state.
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2. Selling the materials to used book dealers, recycling plants, pulp mills, or other persons, firms, or
corporations upon such terms as are most economically advantageous to the district school board.
3. The district school board may prescribe by rule the manner for destroying instructional materials
that cannot be disposed of as provided in subsection.
4. All moneys received for the sale, exchange, or other disposition of instructional materials shall be
deposited in the district school fund and added to the district for appropriation of instructional
materials.
5. Instructional materials which have been sold, exchanged, lost, destroyed, or damaged and for
which proper charges have been assessed and collected, and instructional materials which have
been destroyed by fire or storm damage or by order of a competent health officer or the district
school superintendent, shall be dropped from the record of instructional materials for which, as
provided by law, district school boards are held responsible.
6. The CI office will arrange pickup at the schools. Schools should ensure that the materials are
available for pickup when notified of the schedule.
7. Books can be offered to students and their families first. They can then be offered to community
groups, private schools or interested organizations. Remaining books will be disposed of through
used book vendors or paper recycling plants.
8. Schools should prepare for the collection of their remaining titles by gathering the unwanted
materials into an area where these items can be easily removed by the company contracted by CI
staff to remove the unwanted textbooks. The CI department will inform Textbook Managers and
bookkeepers as to when pick up is scheduled for their facilities